Transforming Nursing Students' Learning Experiences Toward Mental Illness Through a Dual-Contact Pedagogical Intervention: A Mixed Methods Study.
This study aimed to evaluate the effectiveness of interventions involving a dual contact pedagogical intervention on nursing students' attitudes toward mental illness, and to further explore their learning experiences and perspectives. A mixed methods approach using an explanatory sequential design was applied with a single group quasi-experimental design, and a qualitative deductive approach guided by Kolb's experiential learning theory. The dual-contact intervention involving both inpatients and individuals in recovery was integrated into the psychiatric nursing curriculum. Forty-four nursing students enrolled in a five-year junior college in southern Taiwan participated in the intervention group, including 13 who took part in three focus groups. Quantitative data from three self-report scales assessing attitudes, perceived stigma and social distance were analysed using repeated one-way analysis of variance, while qualitative data from focus group interviews conducted after students completed their psychiatric nursing practicum were analysed using content analysis. There were significant differences in attitudes and social distance, particularly after contact with the individuals in recovery. Qualitative data analysis identified that the Dual Learning Strategies with Meaningful Contacts category was associated with these changes, which encompassed three subcategories: (1) Reflective learning experiences, (2) Transforming experiential insights into clinical practice and (3) Debriefing of contacts across phases of psychiatric care. Both contact-based interventions improved attitudes. Notably, engaging with individuals in recovery significantly reduced perceived stigma and social distance. Interaction with inpatients reinforced theoretical knowledge integrating clinical contexts, while engaging with individuals in recovery cultivated empathy and caregiving competencies. Both contact-based interventions provided complementary learning benefits.